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Number Talks Unleashed

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Lesson Plan

Personal Number Talk Plan

Guide a 5th grader through a focused 20-minute number talk that builds number sense, helps the student articulate strategies, and develops emotional resilience through reflection and celebration.

Combining academic and SEL skills strengthens math fluency, fosters strategic thinking, and equips the student to manage frustration, boosting confidence and engagement in math.

Audience

5th Grade Student

Time

20 minutes

Approach

Structured number talk with SEL check-ins and reflection.

Materials

Prep

Teacher Preparation

5 minutes

Step 1

Introduction and Goal Setting

2 minutes

  • Greet the student warmly and set a positive tone
  • Explain that today’s goal is to solve a math challenge and reflect on both strategies and feelings
  • Emphasize that all thinking is valuable and that frustration is a natural part of learning

Step 2

SEL Frustration Check-In

3 minutes

  • Invite the student to use Math Mind Reflection Prompts to note current feelings about math
  • Ask: “What word describes how you feel about solving math problems right now?”
  • Acknowledge any frustration and validate that it’s okay to feel challenged

Step 3

Number Talk Prompt

5 minutes

  • Present the problem on Guiding Questions Visuals (e.g., 48 ÷ 6)
  • Ask the student to think silently and solve using their preferred strategy on the whiteboard
  • Have the student share their answer and the steps they took

Step 4

Guided Discussion

5 minutes

  • Use One-on-One Facilitation Script to ask probing questions:
    • “Can you walk me through how you broke the problem apart?”
    • “What made that strategy work for you?”
  • Encourage the student to consider alternate strategies and compare their efficiency
  • Celebrate correct thinking and gently guide errors into learning moments

Step 5

Reflection and Celebration

3 minutes

  • Prompt the student to write in Math Mind Reflection Prompts:
    • “Which strategy felt most comfortable?”
    • “How did you handle any frustration that came up?”
  • Discuss the responses, highlighting growth and coping skills

Step 6

Cool-Down Progress Pebble

2 minutes

  • Invite the student to choose a physical pebble or note from Progress Pebble Reflection
  • Have them label it with one success or “I’m proud of…” statement
  • Provide positive affirmation and remind them that each pebble marks their progress
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Slide Deck

Guiding Questions Visuals

Use these prompts to guide our one-on-one number talk. We’ll explore how you solved the problem and how you felt along the way.

Introduce this slide deck to the student. Explain that these visuals will guide your conversation as they solve the problem.

Math Challenge

48 ÷ 6

Display the problem clearly. Give the student quiet thinking time before asking them to share their solution on the whiteboard.

Talk It Through

• How did you approach this problem?
• Can you walk me through each step?
• Why did you choose that strategy?

Ask the student to verbalize their thought process. Prompt them gently if they pause or seem stuck.

Dig Deeper

• What made this strategy work for you?
• Can you think of another way to solve it?
• Which method was faster or easier?

Encourage the student to compare strategies or invent new ones. Celebrate all correct thinking.

Reflect & Grow

• Which strategy felt most comfortable?
• How did you handle any frustration?
• What’s one thing you’re proud of today?

Connect back to feelings and growth. Bridge into the reflection journal prompts.

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Script

One-on-One Facilitation Script

1. Warm Welcome & Goal Reminder (0:00–0:30)

Teacher: "Hi there, [Student Name]! I’m so glad you’re here. Today, our goal is to solve a math challenge, share how you’re thinking, and notice how you feel along the way. Remember: every idea is important, and feeling frustrated can actually help us learn more."

2. SEL Frustration Check-In (0:30–2:00)

Teacher: "Before we dive in, can you choose one word that shows how you feel about solving math problems right now?"


Pause and listen.


Teacher: "I hear you saying you feel [student’s word]. That makes total sense. Lots of people feel that way sometimes, and it just means we’re stretching our brains."

3. Present the Problem & Think Time (2:00–4:00)

Teacher: "Here’s our challenge: 48 ÷ 6. I’d like you to use your whiteboard to work it out however feels best. I’ll set a one-minute timer so you have quiet thinking time. Ready? Go!"


Start timer.

4. Student Shares Solution (4:00–6:00)

Teacher: "Time’s up! What answer did you get?"


Wait for student to show work.


Teacher: "Great—so you got [student’s answer]. Now, can you walk me through each step you took to solve it?"

5. Probing Questions & Scaffolds (6:00–11:00)

Use these prompts based on the student’s strategy:

• If they used multiplication facts:
Teacher: "I see you knew 6 × 8 is 48. What made you think of using multiplication first?"
– Follow-up: "How did you check that your multiplication matched the division problem?"

• If they broke the number apart:
Teacher: "I love how you split 48 into 30 and 18. What helped you decide on those two pieces?"
– Follow-up: "Could you try splitting 48 another way—like into 20 and 28—and see what happens?"

• If they got stuck or made an error:
Teacher: "Let’s look at what 6 × 5 equals. That’s ___. How many more do you need to reach 48?"
– Follow-up: "What if we added one more group of 6—how close does that get us?"

6. Compare & Reflect on Strategies (11:00–14:00)

Teacher: "You used [Student’s Strategy]. Let’s think about another way: if we did [Alternate Strategy], do you think that could work? Which one felt faster or easier for you, and why?"

7. Celebrate Thinking & Normalize Frustration (14:00–16:00)

Teacher: "You did an awesome job explaining your steps and trying new ideas. Remember, sometimes we learn even more when a problem feels tricky. How did you handle any part that felt tough?"

8. Transition to Written Reflection (16:00–17:00)

Teacher: "Let’s write in your journal now:
• Which strategy felt most comfortable?
• How did you handle any frustration that came up?"

9. Scaffold Reflection Responses (17:00–18:30)

Teacher: "You might write something like:
‘I liked using multiplication because it was quick.’
‘When I felt stuck, I took a deep breath and tried breaking the problem apart.’
Feel free to use your own words!"

10. Cool-Down & Praise (18:30–20:00)

Teacher: "You’re doing fantastic work building both your math thinking and your confidence. Now grab a pebble or a note, and write one thing you’re proud of today. I’ll keep it here to remind you of all the progress you’ve made."

End of Script.
Use this word-for-word guide to keep our number talk focused, supportive, and encouraging—and watch your student’s math skills and resilience grow!

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Journal

Math Mind Reflection Prompts

  1. What one word describes how you felt when you first saw the math challenge?



  2. Which strategy did you use to solve 48 ÷ 6? Why did you choose that strategy?






  3. How did you handle any frustration or stuck moments during your thinking?






  4. What part of your problem-solving are you most proud of today?






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Cool Down

Progress Pebble Reflection

  1. Choose one pebble or token from the pile.

  2. On your pebble, write or draw one thing you’re proud of accomplishing today:



  3. Find a special spot (on your desk or in our classroom collection) and place your pebble there as a reminder of your success.

  4. Take a deep breath and say to yourself: “I did this because…” and finish the sentence quietly in your mind.


  5. Keep this pebble close—whenever you need a confidence boost, hold it and remember today’s achievement!

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Number Talks Unleashed • Lenny Learning